Special presentation by Internationally Acclaimed Visiting Scholar Professor Richard Noss of the London Knowledge Lab, Institute of Education, University of London.

Much of our time as educationalists is spent in considering how to enhance the teaching and learning of knowledge that has been subject only to minor change over the last century. The development of these curricula was formed by the needs of a pre-computational era, with inert technologies, and forms of representing knowledge that are largely anachronistic. Meanwhile, our students walk around with powerful computers in their pockets, computers which we routinely confiscate or deem inappropriate.

Surely the time has come for learning really to be transformed: now that we no longer have to worry where about access to hardware, we have other things to worry about - design, activities, new relationships between learners and with teachers. I will use examples from the work of the Technology Enhanced Learning programme, a five-year national research effort funded by an interdisciplinary collaboration between two of the UK research councils to illustrate the point that real educational change is now more than just a good idea.